This wiki has been created by four English language teachers, three of whom had no previous experience with this mode of CMC, two of whom began the project seriously questioning their e-literacy, all of whom wish to increase the use of new technologies in their educational contexts. The wiki itself, both its creation and content, is testament to the educational potential offered by the combination of collaborative, project based learning and new technologies. The five modes of CMC presented can be used in multiple and interconnected ways by teachers and students. As English language teachers, we believe that new technologies offer unprecedented opportunity and potential for authentic language learning experiences both within and beyond the classroom. Our students’ current English learning contexts are Japan, Singapore and Australia. Within these international contexts, students leave their English language classrooms and speak Japanese, Turkish, Arabic, Indonesian, Vietnamese, Chinese, Korean and Thai. In fact, many may only speak English within an educational institution. The appeal of CMC is not only that it allows students to continue their English learning beyond the classroom due to its flexi-time, flexi-place characteristics, but it creates a desire to learn, as by nature, it is intrinsically motivating. Thus, students not only find task-based or teacher facilitated projects more exciting and fun, they are also encouraged to explore the more social dimensions of language learning that interactive CMC offers, as well as to become independent and creative learners. Research and case studies show that learning, mediated by digital technologies and supported by best practices, means academic, linguistic, and cultural success to students from diverse backgrounds (Svedkauskaite et al, 2003). As educators we can enrich our learning contexts through the use of new technologies and, as we have shown in this wiki, the endless variety of ways to do this can incorporate a range of diversity – whether this be student or teacher e-literacy, cultural or linguistic background, differences in time or place. New technologies offer enhanced language learning not only because they are exciting and fun, but because they offer authentic and interactive experiences, making language feel real and what it should be, alive.
Conclusion
New Technologies – New Possibilities
This wiki has been created by four English language teachers, three of whom had no previous experience with this mode of CMC, two of whom began the project seriously questioning their e-literacy, all of whom wish to increase the use of new technologies in their educational contexts. The wiki itself, both its creation and content, is testament to the educational potential offered by the combination of collaborative, project based learning and new technologies. The five modes of CMC presented can be used in multiple and interconnected ways by teachers and students. As English language teachers, we believe that new technologies offer unprecedented opportunity and potential for authentic language learning experiences both within and beyond the classroom. Our students’ current English learning contexts are Japan, Singapore and Australia. Within these international contexts, students leave their English language classrooms and speak Japanese, Turkish, Arabic, Indonesian, Vietnamese, Chinese, Korean and Thai. In fact, many may only speak English within an educational institution. The appeal of CMC is not only that it allows students to continue their English learning beyond the classroom due to its flexi-time, flexi-place characteristics, but it creates a desire to learn, as by nature, it is intrinsically motivating. Thus, students not only find task-based or teacher facilitated projects more exciting and fun, they are also encouraged to explore the more social dimensions of language learning that interactive CMC offers, as well as to become independent and creative learners. Research and case studies show that learning, mediated by digital technologies and supported by best practices, means academic, linguistic, and cultural success to students from diverse backgrounds (Svedkauskaite et al, 2003). As educators we can enrich our learning contexts through the use of new technologies and, as we have shown in this wiki, the endless variety of ways to do this can incorporate a range of diversity – whether this be student or teacher e-literacy, cultural or linguistic background, differences in time or place. New technologies offer enhanced language learning not only because they are exciting and fun, but because they offer authentic and interactive experiences, making language feel real and what it should be, alive.